The Art of Biography

Lessons: Language Arts, Social Studies, Grade 5

My unit focuses on teaching my students about African American patriots of the American Revolution through biography, but I also want to begin with a simple yet effective activity to launch biography. The first activity, Bio-Poem, is an autobiographical poem that I will teach in the first weeks of school that will also serve as an 'ice-breaker' and introduction for students and me. This bio-poem uses a graphic organizer that guides and supports. In subsequent lessons, I will use the same format to begin historical biographies about important African American figures of the American Revolution.

Lesson 1: My Bio-poem: A Lesson of Self-Discovery and Peer Introduction

Bio-Poems can be used at the beginning of school as an opening activity for the first week of school. They can also be used anytime throughout the year when introductions are necessary. In this lesson students will use the writing process as well as computer word processing skills. This activity ensures success and builds self-esteem.

Learning outcomes

Students will use the writing process to think and write creatively to introduce themselves to each other as well as to visitors.

Materials/Resources (double click icon)

• Bio-Poem graphic organizer ²⁶
• Glue/Construction paper/Tape
• Paper/Pen/Pencil

Technology Resources

• Computers
• Digital camera (optional)or regular camera
• Overhead or multimedia projector

Anticipatory Set/Pre-activities

Teacher will share an original Bio-Poem on self by way of using a transparency on the overhead, and will inform students that people reading the completed versions of the Bio-Poems will learn some interesting facts about the authors. Completed items will be displayed.

Procedures

1. Pass out attached "handout" for Bio-Poems. Explain that the Bio-Poems will be used to introduce themselves to each other and to visitors to the hall (or room).

2. Go over the ten lines that form the poem. Brainstorm ideas together. Model how the poem should be written by using a transparency on the overhead projector to display a completed Bio-Poem on self. Discuss fully what type of items should be included per line.

3. In the computer lab, have students begin the writing process. Circulate to make sure students are on the right track. Allow students to choose the font type and size. (This makes final products look great.)

4. Have students work together in pairs to proof, edit, etc. Finished copies are not needed at this point.

5. Prior to going or while in the lab, have students use a digital camera to snap pictures of each other. The photographs will be displayed along with the Bio-Poems. After typing the Bio-Poem, each student will add his/her own picture to place on the sheet with the poem.

6. Print final copies of the poems—in color, if possible.

7. Have a sharing session, wherein each student reads his/her poem to class. Laminate completed Bio-Poems and display in the hallway or classroom for all to read and enjoy as they visit.

Assessment

Displayed Bio-Poems will be evidence of desired outcome.

If desired, teacher can devise a rubric to check off each phase of this writing project, sample lesson/rubric. ²⁷

Lesson 2: "Historical Bio-Poetry" A Lesson of Historical Discovery

Learning outcomes

Students will demonstrate the ability to write clear and grammatically correct sentences, paragraphs, and compositions. Students will take knowledge gained from one genre to apply it to another genre. All students will describe the attributes/contributions of individuals of the American Revolution in poetry form. Students will use the information they gathered about their historical "hero" to write a bio-poem.

Materials/Resources (double click icon)

- Bio-Poem graphic organizer

- Paper/Pencils

- Books: Almost Invisible: Black Patriots of the American Revolution by Kate Salley Palmer and Black Heroes of the American Revolution by Burke Davis

Technology Resources

- Computers

- Scanner/printer

- Overhead or multimedia projector

Anticipatory Set

I will begin saying, "Last time we used the bio-poem format, you used it to talk about yourself and shared it with classmates and today we will expand upon that knowledge and use the new information you gathered from your reading to write bio-poems about your historical person." (Hand back poems from the beginning of the year to remind them)

I will then pass of the handout on historical bio-poems.

I will explain that the students have to follow the format for a bio-poem by including information about their figure to fill in the blanks. For example, they will put their historical figure's name for the title and go from there.

I will go step by step through each of the lines in the poem.

I will then give the students an opportunity for guided practice.

Procedures

1. Students will use the information they previously gathered to write a bio-poem about their influential figure.

2. Students must follow the bio-poem format.

3. Students will be given two class periods to write their bio-poem.

4. In the computer lab, have students begin the writing process. Circulate to make sure students are on the right track. Allow students to choose the font type and size. (This makes final products look great.)

5. Have students work together in pairs to proof, edit, etc. Finished copies are not needed at this point.

6. After typing the Bio-Poem, each student will include picture to place on the sheet with the poem.

7. Print final copies of the poems—in color, if possible.

8. Have a sharing session, wherein each student reads his/her poem to class. Laminate completed Bio-Poems and display in the hallway or classroom for all to read and enjoy as they visit.

Assessment

The teacher will asses students' understanding of the lesson through observations made during the class period. The teacher will walk around reading over students work and observing the students understanding of the writing activity. The teacher will also assess the students from their finished project.

Lesson 3: Real Lives – Real History ²⁸, Historical Figures of the American Revolution

This lesson is designed to provide knowledge Revolution is and understanding about prominent people in European History, how and why their lives shaped the times, and how history was reflected their own lives. This biography-based unit will explore the lives of great figures in the past as well as their role in the American Revolution. Students will use three different graphic organizers; Biography Report, Mock Interview, and Bio-Cube, (all attached), to collect information on their subject. They will also be given time in the computer lab to research their subjects/figures, including pictures/portraits. The final project will be to culminate all their found information, working in pairs, and put into power point presentation to present to the whole class. (The Power Point will be accomplished at a later time from these activities)

Learning outcomes

With support of graphic organizers, students will produce clear and coherent writing (including multiple paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. With guidance and support from peers and adults, students develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Students will also conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Lastly, students will report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; students will speak clearly at an understandable pace.

Lesson Objectives

To develop a better understanding of American History during the time of the American Revolution, 1770's to the 1780's by studying the lives of the lesser known, but none-the-less significant players of the time. Students will examine the lives of an African American figures and correlate events in their lives with the history of the time and how history shaped their course or how their actions shaped history.

Materials/Resources (double click icons)

- List of Names

- Biography graphic organizer

- Paper/Pen/Pencil

- Book: America's Black Founder's, Revolutionary Heroes & Early Leaders

- Tag board

Technology Resources

- Computers/Internet/printer

- Overhead or multimedia projector

Procedures

1. Students read Palmer's Almost Invisible: Black Patriots of the American Revolution and Davis' Black Heroes of the American Revolution

2. I will read excerpts from Lanning's African Americans in the Revolutionary War and Nell's Colored Patriots of the American Revolution, and America's Black Founder's, Revolutionary Heroes & Early Leaders and have available for reference

3. Students will choose a historical figure from the list

4. Students will go into the computer lab to research subjects

5. Students will use the biography graphic organizer to pre-write

6. Students will pick a partner and will conduct mock interviews with each other as if they were the historical figure

7. Students then write a biographical report on their historical figure

8. Students will type final drafts in the computer lab and include any pics/portraits

Lesson 3a: Mock Interview

Students will formulate and record questions and suggested answers to gain knowledge of their historical person as if they were going to have the opportunity to interview him/her. Speaking and listening standard: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Materials/Resources (double click icon)

- Paper/Pen/Pencil

- Mock interview questions

Procedures

1. In groups of two the students will take their chosen biographee and research this historical figure.

2. One student will play the role as the interviewer and the other as the historical figure.

3. They will practice the interview and finally perform the interview with the whole class as an audience.

4. The student audience will be given time to ask questions at the end.

Assessment

The teacher will monitor peer interaction to make sure interviewer and interviewee are on task and are being productive. The teacher will walk around reading over students work and observing the students understanding of the writing activity. The teacher will also assess the students from their finished project.

Lesson 3b: Biography Cubes

Students make a cube from a paper pattern. Each side of the cube has a picture, fact, and

information about the biographee. In the center of the cube each student can place a little clue about the person. Students in the class can try to guess who the cube represents by reading the clues on the different sides of the cube. This will be done using an electronic free version from "Read, Write, Think", a free online version: Bio-Cube.

1. Research, read and complete the biography graphic organizer and mock interviews, before making the cube.

2. Teacher will demonstrate how to make a cube via LCD projector, print, and show how to fold.

3. In the computer lab, have students go to website and fill in their info on the bio-cube. Circulate to make sure students are on the right track.

4. Have students work together in pairs to proof, edit, etc.

5. Prepare your printer for card stock, or save on file to print on the staff copier.

6. Print final copies of the cubes.

7. Have a sharing session, wherein each student reads his/her cube to table groups and in class.

8. Stick cubes on desk for reference.

9. Prior to going or while in the lab, have students use a digital camera to snap pictures of each other. The photographs will be displayed along with the Bio-Poems. After typing the Bio-Poem, each student will add his/her own picture to place on the sheet with the poem.

Assessment

The teacher will assess student understanding of the lesson through observations made during the class period. The teacher will walk around reading over students work and observing the students understanding of the writing activity. The teacher will also assess the students from their finished project.